Both the syllabus and parent contact forms are due by Friday.
September 6, 2011
(1) Welcome and the first "test": use the seating chart to find your seat
(2) Discuss Procedures: What do these mean to you? To me? PHS's Standard Operating Procedures: 1. Be on time. 2. Be respectful. 3. Be responsible for your actions.
(3)Letter from a 10 Seminar Rookie Write a letter addressed to me (Mr. Neff) that details the following:
-What questions, concerns, worries, and interests do you have here on the first day of class (related to English class)? Express and respond to these.
-What do you expect this class to be like?
-What goals do you have set for this class?
-What are your strengths in English class?
-What skills do you need to or would you like to improve upon?
-What skills or knowledge might you learn in this class that can help you outside of school? In your job? After high school?
[Turn in when complete or beginning of tomorrow's class]
(4) Read "Why Literature Matters" article and discuss. (if no time, complete tomorrow in class if time)
HW: Get a journal for tomorrow.
Wednesday, September 7, 2011
(1) Bell-Ringer: Write and Discuss both of the following: a) Describe the best teacher you've ever had (notice I didn't say "your favorite," because they might not be the same person).
-What did he/she do that made them a good teacher?
-How did they help you learn?
-What kinds of activities did they do in class?
-How did they make class material interesting?
-How did they motivate you?
-What kind of personality did he/she have?
-Any distinguishing class procedures or "catch-phrases" that set this teacher apart?
-Anything else you can think of? b) Define a good student. (You do not necessarily have to consider yourself one to recognize these qualities...).
-What does a good student do AND refrain from doing while in class? While outside of class?
-Do you consider yourself to be a good student? If so, which of the qualities from your definition do you fit? Which could you improve upon?
If you do not consider yourself a good student, why? What do you need to improve upon to be considered a "good student"?
[Turn in when complete]
(2) Ice-breaker (yeah I know...fun right?)
Tabletopics. 1 card per person. Get with a partner and discuss, then introduce your partner.
Thursday, September 8, 2011 LIBRARY LINK LAB
(1) Distribute laptops. Overview of Wiki. Register for turnitin.com.
(2) Complete Personal Reading Assessment. Save file and submit to turnitin.com (date/time due is on turnitin assignment).
(3) View Quizlet. Create accounts.
Friday, September 9, 2011
(1) Discuss Personal Reading Assessment. Distribute Vocab Books. Assign and begin work on Unit 1, Part 1 (#1-10). HW due next Wednesday; Quiz next Friday. syllabus and parent contact forms are due Monday, September 12, 2011
(1) 10 Seminar "Entrance" Assessment: Objective Section [turn in]. Discuss. Tuesday, Sept. 13
(1) Complete "Entrance" Assessment: Essay Section. Wed., Sept. 14
(1) Discuss Entrance Assessment: Essay Section.
U1 (#1-10) Vocab HW due. Review answers. Thurs., Sept. 15
(1) Picture Day
(2) Review for tomorrow's vocab quiz
Fri., Sept. 16
(1) Unit 1 (#1-10) Vocab Quiz Mon. Sept. 19 Begin Personal Narrative Unit
(2) Complete "Guide to Brainstorming Topics..."
(3) From Guide, select THREE major topics that might work for Personal Narrative prompt and idea list
a. I'll model idea listing with a sample topic.
(4) Pair-Share: select a first choice topic from your three and share with a partner. Some of you will share out to class to provide examples.
Tues. Sept. 20
Distribute 5 Paragraph Narrative packet
(1) View Outline
(2) Read sample Narrative from packet and analyze for each piece from Outline.
Wed. Sept. 21 Assign U1 (11-20): HW due next Tuesday, Quiz next Wednesday
(1) Read Sample Intro:
(2) Learn and see samples of different INTRO types (see link)
(3) Learn characteristics of good CONCLUSIONS (see link)
(4) Thesis Statements: In one to two sentences, what is your essay about? What is your point and purpose? (Include 3 point thesis)
HW: Try one of the Intro types and bring to tomorrow's class; Construct your thesis statement.
Thurs. Sept. 22 TO LIBRARY LINK LAB (1st AND potentially 2nd period)
(1) In Pairs: Exchange intros and evaluate for strengths/suggestions for improvement.
(2) Begin drafting. HW: Rough Draft due IN CLASS this coming MONDAY Sept. 26
Fri. Sept. 23
Draft time for personal narrative, 5 paragraph
(1) Basic Writing Errors packet (BWE's) Assignment moved to later date.
Fri. Sept. 30 LIB CENTER COMPUTERS FOR ELLIS ISLAND(have 1st and 2nd period) FINAL COPY OF 5 PARAGRAPH PERSONAL NARRATIVE DUE (submit to Turnitin.com AND hard copy to me)
no testing Monday Oct. 3 Library for Ellis Island Project (1st and 2nd period)
Tuesday Oct. 4 Begin Short Story Unit LOST and Literary Devices
Wed. Oct. 5
U2 (1-10) Vocab due (then go over answers)
Finish and review LOST and Literary Devices
Thurs. Oct. 6
Begin "To Build a Fire" (Complete Lit Devices Chart as you read)
Friday Oct. 7
Unit 2 (1-10) Vocab Quiz
Finish reading "To Build a Fire" and complete Plot and Lit Devices Chart Monday Oct. 10
off
Thurs. Oct. 13
-"The Sound of Thunder" (character and plot terms; theme) and study guide questions
Fri. Oct. 14
-Finish "The Sound of Thunder" Mon. Oct. 17
"The Sound of Thunder": Discuss theme of the story and evidence for it. Review plot stages, character, setting, conflict, poetic device examples (imagery, simile, metaphor, hyperbole) Assign U2 (11-20) Vocab
Tues. Oct. 18
Quiz on "The Sound of Thunder"
Begin next story if time (Chapter from The Jungle)
Wed. Oct. 19
Excerpt from The Jungle HW due: U2 (11-20) Vocab
Thurs. Oct. 20
Discuss excerpt from The Jungle: vocab, questions, connections
Review Packingtown scandal examples. Write "Muckraker" article.
Freewrite: What is your view of war? Positive or negative? Honorable or horrific? Necessary or unnecessary? State your opinion and support it with details and examples. (about half a page)
View "World War I: A New Kind of War" video clip (from about 1:20sec. in, to the end of the video)
Begin reading Chapter 1: "Recruits"
Assign U3 (11-20) Vocab for Wednesday
Tues. Nov. 15
Continue Generals
Discuss "Recruits"; Begin "In the Trenches"
Wed. Nov. 16
U3 (11-20) Vocab due
Continue Generals: Discuss "In the Trenches"; Begin "Out on Rest"
Thurs. Nov. 17
Generals: "Out on Rest"
Fri. Nov. 18
U3 (11-20) Vocab Quiz
Finish "Out on Rest" and questions
Monday Nov. 21
Generals: Read "Over the Top"
Tues. Nov. 22 Generals
Wed. Nov. 23 DGP
Tues. Nov. 29
Library
Wed. Nov. 30
-Summarize and Discuss Generals "Vengeance" ---Write a plot summary of "Vengeance.": *Include at least 4 major plot events, including an explanation of what happens to the narrator. * Summarize and explain your events in chronological order. *After finishing your summary, list any questions you have. -Review for Generals Test and explain format -Continue DGP (we'll have a quiz on DGP this week as well) -Decide on dates for Generals Test and DGP quiz
Thurs. Dec. 1
Summary due
Library
Fri. Dec. 2 Generals Test Mon. Dec. 5
assign U4 vocab (entire unit)
Discuss study strategies
Work on U4 (check as classwork)
Tues. Dec. 6
Quizlet for Vocab 4
Wed. Dec. 7 All Quiet on the Western Front (film)
Thurs. Dec. 8 All Quiet... (film)
Fri. Dec. 9
Unit 4 Vocab Quiz (entire unit) Mon.
-DGP
-All Quiet... Tues
-DGP
-Intro Of Mice and Men: Watch beginning of film. Describe characters, setting, any foreshadowing. Wed. Of Mice Thurs.
DGP review Fri.
DGP Quiz #2 Mon.
(1) Of Mice background (Keynote)
(2) Hand out books and study guides. Begin reading Ch. 1 (finish reading and questions for HW)
Tues.
(1) --In-class summary and analysis (Summarize chapter 1, including any new characters introduced and at least three important plot events, then trade with a partner: If you had not read this chapter, would you be able to understand the summary? If not, explain why and add/correct any necessary information).
(2) Discuss Ch. 1 and vocab, questions, your questions.
(3) Begin Ch. 2
Wed. Of Mice Thurs. Of Mice Fri. Of Mice Ch. 3 Mon. Assign Unit 5 Vocab (entire unit): HW for wednesday; quiz friday
Begin Of Mice Ch. 4
Work time for vocab
Tues.
Finish Ch. 4
Work time for vocab
Wed.
HW check: Unit 5 Vocab
Discuss Ch. 4 Crooks, Lennie, Candy, and Curley’s wife are lonely people with specific needs. Compare the four characters and discuss what they need and want to end their respective feelings of loneliness.
Begin Of Mice Ch. 5
HW: finish Ch. 5
Thurs.
Begin Ch. 6
Discuss Ch. 6
Written response and class discussion on George's actions: Are George's actions a sign of the strength of his friendship or the weakness of it? Why does he follow through with his actions while describing the dream?
Fri.
Quiz: Unit 5 Vocab Mon. Jan. 9
Finish reading Of Mice and Men
Prompt for 5 paragraph persuasive essay: Are George's actions a sign of the strength of his friendship with Lennie or a sign of the weakness of his friendship with Lennie?
Tues.
5 paragraph essay (only half of a period due to assembly)
-T-chart to generate support for both sides. Choose a side and write your 3 point thesis statement.
Wed.
continue 5 paragraph essay (full draft due Monday; you'll then type in class and due Wednesday to turnitin.com)
-3 point Thesis statements: (ex.) George's actions demonstrate the strength of his friendship for Lennie because they show (1), (2), and (3).
-Begin Body (intro next time)
Thurs.
library (5 paragraph essay due to turnitin.com)
Fri.
Mon. MIDTERM IS IN B208 @ 7:40am
Tues.
Wed. 1/25
Review midterm
Thurs and Fri
Begin Research Paper: discuss research process. Practice annotating during reading and quoting from reading. See this link for examples of quoting in MLA author page style. Mon.
1st period: Library for topic exploration on Opposing Viewpoints database: database link here
2nd period: Mrs. Will and her research paper overview.
Tues.
Library for research paper (LINK) Assign U6 Vocab
Wed.
Work on U6 Vocab (due tomorrow)
Thurs.
Library for research paper (LINK) or study quizlet for U6 vocab
Fri.
U6 Vocab Quiz Topic Signature Sheet (with parent/guardian signature) due Monday. Mon. Feb. 6
-Check and sign topic signature sheets
-Discuss and formulate Working Thesis Statements
Tues. -Working thesis statements
-Begin reading, annotating, and highlighting Article #1: find evidence to support your thesis.
(article with quotation examples at bottom)
Citation guide: Guide to citations Mon.
assign and work on U7 vocab Tues.
library 1st period for research paper: complete article #1 citation sheet
begin reading article 2/complete citation sheet #2 Wed.
library 1st and 2nd for research:
read article 2/complete citation sheet #2 Thurs.
U7 vocab quiz Fri
no school
Mon.
no school
Tues.
work on research paper
read article 3/complete citation sheet #3
Wed.
Check articles (all three)
Thurs.
find and begin annotating fourth article (this article should be from the side that opposes your thesis)
Fri.
Overview and example of Works Cited page
Complete citations for fourth article (due Monday)
next: Topic/evidence outlining; Drafting the intro, body, and conclusion with sample papers as guides; draft due/peer edit; final copy due
Prep for grammar exit test Mon.
-Article #4 citations DUE
-Library Center (2nd period) for Works Cited page.
-Assign vocab unit 8
Tues.
Exit Test Review: Parts of Speech (page 1) and Predicate Adjectives/Predicate Nominatives Wed.
--Make sure to include:
-Intro topic(s), including attention-grabber and thesis.
-Body topic(s), including at least one piece of evidence (quote/paraphrase) that you'll use for each topic
-Body topic(s) addressing and countering the opposing arguments
-Conclusion, including potential closing thought
I. Intro
A. Attention Grabber:
B. Thesis Statement:
II. Body Topic #1
A. Evidence to support Topic #1
B. (optional) Second piece of evidence to support Topic #1
III. Body Topic #2
A. Evidence to support Topic #2
(Continue Body)
IV. Body: Address and Counter Opposing Argument(s)
A. Evidence
IV. Conclusion
A. Thesis Statement (rephrased)
B. Closing Thought
Thurs.
Outlining
Fri.
We're going to backtrack a bit--
-View more outline models
-Reverse Outline one of your sources.
-Reread your sources and decide what topics you'll need to write about in your paper. Brainstorm and list these topics.
-Order these topics into your Outline. Add your attention grabber, thesis, and evidence.
HW: Those who are confident with the Outline, finish your Outline for Monday. Others, write your thesis at the top of a piece of paper and then write out at least five of the topics that you think you'll need to write about for this paper. Due Monday. Mon. assign and complete U8 vocab
or work on outlines
Tues.
Check Outlines [completion grade based on including all elements (see previous Wednesday)] = 30 points: 5 point deduction for each missing element.
Wed. U8 vocab due Intro paragraph due
Continue Drafting: Body paragraph examples.
HW: two body paragraphs due Monday
Thurs.
U8 Vocab Quiz
Fri.
No school for students Mon.
(In A125 through Wednesday)
Two body paragraphs due
-Work on research paper draft
Tues.
-Grammar review: Parts of Sentence
Wed.
-Grammar
Thurs. Conclusion
A. Rephrase thesis (say it in a new way-- paraphrase your own thesis)
B. (if a persuasive essay) "Call to Action" and/or "Universal Application"
--"Universal Application": So what? Respond: why does this issue matter not just for you, but for everyone-- for society in general?
--"Call to Action": Now that you've convinced your audience that there's a problem, tell them how they can work to solve it. What can they do to prevent/change/solve this?
View sample Conclusion paragraphs (view samples in Prescription DA paper; Generation gaps paper)
Fri.
-Grammar continued Mon., Tues., Wed.
-Library (1st period only) to type research paper drafts (you must show your FULL draft to me, including Works Cited, either Monday or Tuesday for credit)
-Once you complete your draft, peer edit with at least one other student.
Fri.
Library for paper work time Mon.
Library (2nd period) to submit paper to turnitin.com (if you want written feedback, also submit a print copy to me)
Tues.
Grammar
Wed.
U9 Vocab due
Grammar:
-Subordinate Clauses Review Remember:
A clause = a subject + a verb
There are two basic types of clauses: Independent and Dependent (also known as Subordinate)
There are three types of Subordinate clauses: Adverb, Adjective, and Noun clauses (see DGP notes for each of these)
Fri.
U9 Vocab Quiz Mon.
Exit Test Review Paper Revisions due
Tues.
Grammar Exit Test
Wed.
Ms. Smith intros Night/Holocaust unit
NOTE: All quizzes, tests, and essays not made up (or scheduled to be made up) by Wednesday, April 4 (end of the marking period) will be zeroes, so check your grades. Monday
assign U11 vocab: due Wednesday
Tuesday
Wednesday
Ms. Smith's last day
U11 vocab hw due
Thursday
Return research papers
Review and offer revision:
Friday
U11 vocab quiz Monday
Revision day in library
Tuesday
research paper revisions due (collect)
Begin Civil Rights Unit: related poetry, historical and contemporary articles, play, and movie
"Change does not roll in on the wheels of inevitability, but comes through continuous struggle. And so we must straighten our backs and work for our freedom. A man can't ride you unless your back is bent."
What are some of the obstacles to achieving the American Dream?
Write out your definition of "The American Dream".
Is “The American Dream” achievable for everyone? Equally achievable for everyone? What obstacles exist?
What are "civil rights" and why should I care?
What are civil rights? Give examples of civil rights that we have as United States citizens. How can we respond when our civil rights are violated? What can be done to strengthen the civil rights of individuals and groups?
What changes need to be made to improve the civil rights of you, people in your community, and/or people in this country? Why these changes? How would you go about trying to make these changes? (respond to this in at least two healthy paragraphs (what and why): topic sentence, at least three sentences of supporting, specific details and examples, and a concluding sentence).
extra credit opportunity: find a recently published article (anywhere 2000 to 2012 will do) that relates to modern Civil Rights. Either email the link to me, or bring the actual article to me.
Wednesday
Continue (Civil Rights discussion/journal)
Thursday
Emmett Till reading and video Questions
(1) How old was Emmett when he was killed?
(2) What advice did Emmett's mom give him?
(3) Explain the incident that provoked Till's attackers.
(4) What did J.W. Milam and Roy Bryant do to Till?
(5) What was Milam's reasoning for his actions?
(6) Why do you think Till's mother ordered an open casket funeral?
(7) What was the verdict in the murder trial of Milam and Bryant?
(8) According to civil rights leader Medgar Evers, why did the Emmett Till case "[shake] the foundations of Mississippi"?
(9) In one healthy paragraph (or more), explain how racism and dehumanization contributed to Till's murder and the outcome of Till's trial. (due tomorrow)
vocabulary -define "martyr" and explain how Emmett Till could be considered a martyr for the Civil Rights movement.
-define "bigot" and explain how bigotry contributed to Till's murder.
Friday
-read article on Martin Luther King, Jr.
-(write) summarize in two paragraphs: who was Martin Luther King, Jr. and why was he important to the American civil rights movement?
HW: finish reading and annotating the MLK article for Monday. On Monday, we'll discuss how to summarize and write our summary.
Monday
-discuss MLK article annotations
-overview Summary Notes
-Your summary should be at least two paragraphs: paragraph one = WHO was MLK jr.? paragraph two = WHAT did he do that was important to the American Civil Rights Movement?
HW: write MLK article summary (due tomorrow)
Tuesday
-collect MLK summary paragraphs
-"I Have a Dream" speech
-some rhetorical terms:
rhetoric: the art of persuasion in speaking or writing
simile: a comparison that uses the words "like" or "as"
metaphor: a direct comparison of two objects or ideas (A is B): All the world’s a stage,And all the men and women merely players;They have their exits and their entrances; -- William Shakespeare
symbol: something that is itself but also stands for something else
examples: a stop sign is a red octagonal sign that signals drivers to "stop".
the American flag is an arrangement of red, white, and blue stars and stripes that also represents freedom, the country, patriotism, etc.
ethos: appeal to the audience based on the trustworthiness or credibility of a speaker or writer
pathos: appeal to the audience's emotions
logos: audience appeal based on logic or reasoning of the speaker/writer's argument
parallelism: similarity of structure in a pair or series of related words, phrases, or clauses.
anaphora: a rhetorical device that consists of repeating a sequence of words at the beginnings of neighboring clauses, thereby lending them emphasis.
In contrast, an epiphora is...
epiphora: ...repeating words at the clauses' ends.
For example, loook at the following:
Transcript of part of Al Pacino's speech in Any Given Sunday:
unit 12 vocab this week Monday
Benchmark testing (Link Lab)
Tuesday
Benchmark testing (Link Lab)
Wed
Unit 12 vocab due
Finish Langston Hughes poetry
HW: Read "Will V Day be Me Day Too?". Write a one to two sentence theme statement and support it with at least two pieces of evidence from the poem.
Thurs
Discuss theme statements
Intro and background to A Raisin in the Sun
Fri
Unit 12 vocab quiz Mon
no school
Tuesday through Thursday A Raisin in the Sun
Friday Raisin
Monday
finish A Raisin in the Sun
Discuss and write:
-answer study guide questions
-connection of title/allusion (Hughes poem "Harlem") to play's characters and events.
-create and support a theme statement for the play
Tuesday
review for final exam (essays)
Wednesday
review for final exam (75 questions)
Thursday
Letter to a Seminar English rookie:
Write a letter addressed to one of next year's English Seminar students and tell them what they should expect for the class. Consider yourself at the beginning of this year, on day one of English class. Try to remember what questions, concerns, worries, and interestsyou had on the first day of class, and express and try to respond to these.Tell this student what he/she should expect from the class. What will he or she enjoy? What will be challenging? What will he remember? What will she forget? What will make the class worthwhile and useful? What other advice can you give this student?
Try to give to give them an idea of what to expect for the year and also give them tips on how to be successful in the class.
(try to write at least half of a page)
Friday Final Exam for ENGLISH is in B223
final exam is 75 questions on the scantron
and two essays. For each essay, make sure that you have a brief intro that includes a thesis statement that responds to the prompt, and then follow with three body paragraphs of supporting, specific details and examples from the novel or work.
75 questions: Grammar: direct and indirect objects; predicate nominatives and predicate adjectives; independent and subordinate clauses; run-ons MLA/Research rules: definition of plagiarism; review correct MLA in-text citation rules; review Works Cited rules A Raisin in the Sun: match characters to their descriptions; answer multiple choice questions based on the characters, events, and historical background of the play Harlem Renaissance Poetry: read given poems and answer questions based on the poems. Know poetic and sound devices such as simile, metaphor, personification, symbolism, allusion, hyperbole, rhyme, alliteration. Night: answer questions based on the events, characters, and history of the memoir. Review questions can be found on Quizlet under ParklandHS's tests: "Night Test 2012".
Essays (choose two):
(1) Connect the themes and ideas of Lorraine Hansberry's A Raisin in the Sun to the poem from which she takes her title: Langston Hughes "Harlem".
(2) Night: Identify three specific moments or events from the memoir where Elie's faith or hope are challenged in some way, but he manages to continue on.
(3) Theme: Choose any work that we read (or watched) this year, identify one of the story's themes with a theme statement, and provide at least three specific examples of characters, events, symbols, etc. from the story that support your theme statement.
Essays will be graded as follows:
-To receive full credit (12 1/2 points per essay), the essay must a) accurately respond to the prompt; b) provide and explain three accurate supporting examples from the work; and c) be written in complete sentences, paragraphs, and with strong written style.
-Any aspect (or combinations of) listed above that is lacking will result in point deductions from the essay grade.
more Quotes
Spelling Bee Champions:
TURNITIN.COM
Class ID#: 4280136
Password: Neff (it's case sensitive)
Syllabus:
Parent Questionnaire:
Both the syllabus and parent contact forms are due by Friday.
September 6, 2011
(1) Welcome and the first "test": use the seating chart to find your seat
(2) Discuss Procedures: What do these mean to you? To me?
PHS's Standard Operating Procedures:
1. Be on time.
2. Be respectful.
3. Be responsible for your actions.
(3) Letter from a 10 Seminar Rookie
Write a letter addressed to me (Mr. Neff) that details the following:
-What questions, concerns, worries, and interests do you have here on the first day of class (related to English class)? Express and respond to these.
-What do you expect this class to be like?
-What goals do you have set for this class?
-What are your strengths in English class?
-What skills do you need to or would you like to improve upon?
-What skills or knowledge might you learn in this class that can help you outside of school? In your job? After high school?
[Turn in when complete or beginning of tomorrow's class]
(4) Read "Why Literature Matters" article and discuss. (if no time, complete tomorrow in class if time)
HW: Get a journal for tomorrow.
Wednesday, September 7, 2011
(1) Bell-Ringer: Write and Discuss both of the following:
a) Describe the best teacher you've ever had (notice I didn't say "your favorite," because they might not be the same person).
-What did he/she do that made them a good teacher?
-How did they help you learn?
-What kinds of activities did they do in class?
-How did they make class material interesting?
-How did they motivate you?
-What kind of personality did he/she have?
-Any distinguishing class procedures or "catch-phrases" that set this teacher apart?
-Anything else you can think of?
b) Define a good student. (You do not necessarily have to consider yourself one to recognize these qualities...).
-What does a good student do AND refrain from doing while in class? While outside of class?
-Do you consider yourself to be a good student? If so, which of the qualities from your definition do you fit? Which could you improve upon?
If you do not consider yourself a good student, why? What do you need to improve upon to be considered a "good student"?
[Turn in when complete]
(2) Ice-breaker (yeah I know...fun right?)
Tabletopics. 1 card per person. Get with a partner and discuss, then introduce your partner.
Thursday, September 8, 2011
LIBRARY LINK LAB
(1) Distribute laptops. Overview of Wiki. Register for turnitin.com.
(2) Complete Personal Reading Assessment. Save file and submit to turnitin.com (date/time due is on turnitin assignment).
(3) View Quizlet. Create accounts.
Friday, September 9, 2011
(1) Discuss Personal Reading Assessment.
Distribute Vocab Books. Assign and begin work on Unit 1, Part 1 (#1-10). HW due next Wednesday; Quiz next Friday.
syllabus and parent contact forms are due
Monday, September 12, 2011
(1) 10 Seminar "Entrance" Assessment: Objective Section [turn in]. Discuss.
Tuesday, Sept. 13
(1) Complete "Entrance" Assessment: Essay Section.
Wed., Sept. 14
(1) Discuss Entrance Assessment: Essay Section.
U1 (#1-10) Vocab HW due. Review answers.
Thurs., Sept. 15
(1) Picture Day
(2) Review for tomorrow's vocab quiz
Fri., Sept. 16
(1) Unit 1 (#1-10) Vocab Quiz
Mon. Sept. 19
Begin Personal Narrative Unit
(1) See Personal Narrative Prompts and Guiding Questions:
(2) Complete "Guide to Brainstorming Topics..."
(3) From Guide, select THREE major topics that might work for Personal Narrative prompt and idea list
a. I'll model idea listing with a sample topic.
(4) Pair-Share: select a first choice topic from your three and share with a partner. Some of you will share out to class to provide examples.
Tues. Sept. 20
Distribute 5 Paragraph Narrative packet
(1) View Outline
(2) Read sample Narrative from packet and analyze for each piece from Outline.
Wed. Sept. 21
Assign U1 (11-20): HW due next Tuesday, Quiz next Wednesday
(1) Read Sample Intro:
(2) Learn and see samples of different INTRO types (see link)
(3) Learn characteristics of good CONCLUSIONS (see link)
(4) Thesis Statements: In one to two sentences, what is your essay about? What is your point and purpose? (Include 3 point thesis)
HW: Try one of the Intro types and bring to tomorrow's class; Construct your thesis statement.
Thurs. Sept. 22
TO LIBRARY LINK LAB (1st AND potentially 2nd period)
(1) In Pairs: Exchange intros and evaluate for strengths/suggestions for improvement.
(2) Begin drafting.
HW: Rough Draft due IN CLASS this coming MONDAY Sept. 26
Fri. Sept. 23
Draft time for personal narrative, 5 paragraph
(1) Basic Writing Errors packet (BWE's) Assignment moved to later date.
Mon. Sept. 26
DRAFTS DUE: Peer Revision in class.
FINAL COPY DUE THIS FRIDAY (to Turnitin.com AND hard copy to me)
Tues. Sept. 27
U1 (11-20) HW due
LIB CENTER COMPUTERS FOR ELLIS ISLAND (have 1st and 2nd period)
Wed. Sept. 28
U1 (11-20) Vocab Quiz
no homework
Thurs. Sept. 29
no school
Fri. Sept. 30
LIB CENTER COMPUTERS FOR ELLIS ISLAND (have 1st and 2nd period)
FINAL COPY OF 5 PARAGRAPH PERSONAL NARRATIVE DUE (submit to Turnitin.com AND hard copy to me)
no testing
Monday Oct. 3
Library for Ellis Island Project (1st and 2nd period)
Tuesday Oct. 4
Begin Short Story Unit
LOST and Literary Devices
Wed. Oct. 5
U2 (1-10) Vocab due (then go over answers)
Finish and review LOST and Literary Devices
Thurs. Oct. 6
Begin "To Build a Fire" (Complete Lit Devices Chart as you read)
Friday Oct. 7
Unit 2 (1-10) Vocab Quiz
Finish reading "To Build a Fire" and complete Plot and Lit Devices Chart
Monday Oct. 10
off
Tuesday Oct. 11
creative writing prompts
Wed. Oct. 12
-"To Build a Fire" In-class Review: protagonist/antagonist, conflict, setting, plot stages
-"Butterfly Effect" Discussion
Thurs. Oct. 13
-"The Sound of Thunder" (character and plot terms; theme) and study guide questions
Fri. Oct. 14
-Finish "The Sound of Thunder"
Mon. Oct. 17
"The Sound of Thunder": Discuss theme of the story and evidence for it. Review plot stages, character, setting, conflict, poetic device examples (imagery, simile, metaphor, hyperbole)
Assign U2 (11-20) Vocab
Tues. Oct. 18
Quiz on "The Sound of Thunder"
Begin next story if time (Chapter from The Jungle)
Wed. Oct. 19
Excerpt from The Jungle
HW due: U2 (11-20) Vocab
Thurs. Oct. 20
Discuss excerpt from The Jungle: vocab, questions, connections
Review Packingtown scandal examples. Write "Muckraker" article.
Fri. Oct. 21
U2 (11-20) Vocab Quiz
Mon. Oct. 24
Benchmark testing
Tues. Oct. 25
The Jungle: Muckraker Newsletter article:
Wed. Oct. 26
BWE #1: Fragments
Thurs. Oct. 27
BWE #2: Run-ons and Comma Splices
Fri. Oct. 28
Muckraker 5 paragraph due
BWE's #3 (Subject/Verb Agreement) and #4 (Faulty Predication)
Mon. Oct. 31
Assign U3 (1-10) Vocab
Tues. Nov. 1
DGP: Parts of Speech review and practice
Wed. Nov. 2
Quiz: BWE's #1-4 (Fragments; Run-ons and Comma Splices; S/V Agreement; Faulty Predication)
DUE: U3 (1-10) Vocab
Thurs. Nov. 3
DGP: Parts of Sentence review and practice
Fri. Nov. 4
Quiz: U3 (1-10) Vocab
All make-up work not completed by this date will become a zero.
Mon. Nov. 7
DGP: Clauses and Sentence Types overview and practice
Tues. Nov. 8
DGP: Full Review: Parts of Speech, Parts of Sentence, Clauses/Sentence Type
Wed. Nov. 9
DGP Quiz #1
Thurs. Nov. 10
--Intro Generals
Read: Look at title, paraphrase, and define any unknown vocabulary. Identify tone towards war in each poem.
Fri. Nov. 11
Finish yesterday's plan.
Mon. Nov. 14
- View "World War I: A New Kind of War" video clip (from about 1:20sec. in, to the end of the video)
- Begin reading Chapter 1: "Recruits"
- Assign U3 (11-20) Vocab for Wednesday
Tues. Nov. 15- Continue Generals
- Discuss "Recruits"; Begin "In the Trenches"
Wed. Nov. 16- U3 (11-20) Vocab due
- Continue Generals: Discuss "In the Trenches"; Begin "Out on Rest"
Thurs. Nov. 17- Generals: "Out on Rest"
Fri. Nov. 18Monday Nov. 21
Tues. Nov. 22
Generals
Wed. Nov. 23
DGP
Tues. Nov. 29
Library
Wed. Nov. 30
-Summarize and Discuss Generals "Vengeance"
---Write a plot summary of "Vengeance.": *Include at least 4 major plot events, including an explanation of what happens to the narrator. * Summarize and explain your events in chronological order. *After finishing your summary, list any questions you have.
-Review for Generals Test and explain format
-Continue DGP (we'll have a quiz on DGP this week as well)
-Decide on dates for Generals Test and DGP quiz
Thurs. Dec. 1
Summary due
Library
Fri. Dec. 2
Generals Test
Mon. Dec. 5
assign U4 vocab (entire unit)
Discuss study strategies
Work on U4 (check as classwork)
Tues. Dec. 6
Quizlet for Vocab 4
Wed. Dec. 7
All Quiet on the Western Front (film)
Thurs. Dec. 8
All Quiet... (film)
Fri. Dec. 9
Unit 4 Vocab Quiz (entire unit)
Mon.
-DGP
-All Quiet...
Tues
-DGP
-Intro Of Mice and Men: Watch beginning of film. Describe characters, setting, any foreshadowing.
Wed.
Of Mice
Thurs.
DGP review
Fri.
DGP Quiz #2
Mon.
(1) Of Mice background (Keynote)
(2) Hand out books and study guides. Begin reading Ch. 1 (finish reading and questions for HW)
Tues.
(1) --In-class summary and analysis (Summarize chapter 1, including any new characters introduced and at least three important plot events, then trade with a partner: If you had not read this chapter, would you be able to understand the summary? If not, explain why and add/correct any necessary information).
(2) Discuss Ch. 1 and vocab, questions, your questions.
(3) Begin Ch. 2
Wed.
Of Mice
Thurs.
Of Mice
Fri.
Of Mice Ch. 3
Mon.
Assign Unit 5 Vocab (entire unit): HW for wednesday; quiz friday
Begin Of Mice Ch. 4
Work time for vocab
Tues.
Finish Ch. 4
Work time for vocab
Wed.
HW check: Unit 5 Vocab
Discuss Ch. 4
Crooks, Lennie, Candy, and Curley’s wife are lonely people with specific needs. Compare the four characters and discuss what they need and want to end their respective feelings of loneliness.
Begin Of Mice Ch. 5
HW: finish Ch. 5
Thurs.
Begin Ch. 6
Discuss Ch. 6
Written response and class discussion on George's actions: Are George's actions a sign of the strength of his friendship or the weakness of it? Why does he follow through with his actions while describing the dream?
Fri.
Quiz: Unit 5 Vocab
Mon. Jan. 9
Finish reading Of Mice and Men
Prompt for 5 paragraph persuasive essay: Are George's actions a sign of the strength of his friendship with Lennie or a sign of the weakness of his friendship with Lennie?
Tues.
5 paragraph essay (only half of a period due to assembly)
-T-chart to generate support for both sides. Choose a side and write your 3 point thesis statement.
Wed.
continue 5 paragraph essay (full draft due Monday; you'll then type in class and due Wednesday to turnitin.com)
-3 point Thesis statements: (ex.) George's actions demonstrate the strength of his friendship for Lennie because they show (1), (2), and (3).
-Begin Body (intro next time)
Thurs.
Of Mice and Men test (no essay)
Fri.
-3 Body paragraphs due in class
-Intro (attention grabbers: quotation example and definition example)
Of Mice movie
Mon.
no school for students
Tues
library
Wed.
Of Mice movie
Thurs.
library (5 paragraph essay due to turnitin.com)
Fri.
Mon.
MIDTERM IS IN B208 @ 7:40am
Tues.
Wed. 1/25
Review midterm
Thurs and Fri
Begin Research Paper: discuss research process. Practice annotating during reading and quoting from reading.
See this link for examples of quoting in MLA author page style.
Mon.
1st period: Library for topic exploration on Opposing Viewpoints database: database link here
2nd period: Mrs. Will and her research paper overview.
Tues.
Library for research paper (LINK)
Assign U6 Vocab
Wed.
Work on U6 Vocab (due tomorrow)
Thurs.
Library for research paper (LINK)
or study quizlet for U6 vocab
Fri.
U6 Vocab Quiz
Topic Signature Sheet (with parent/guardian signature) due Monday.
Mon. Feb. 6
-Check and sign topic signature sheets
-Discuss and formulate Working Thesis Statements
Tues.
-Working thesis statements
-Begin reading, annotating, and highlighting Article #1: find evidence to support your thesis.
Wed.
Complete Note-taking sheet for Article #1.
Thurs.
Library Center computers
Fri.
Citation guide: Guide to citations
Mon.
assign and work on U7 vocab
Tues.
library 1st period for research paper: complete article #1 citation sheet
begin reading article 2/complete citation sheet #2
Wed.
library 1st and 2nd for research:
read article 2/complete citation sheet #2
Thurs.
U7 vocab quiz
Fri
no school
Mon.
no school
Tues.
work on research paper
read article 3/complete citation sheet #3
Wed.
Check articles (all three)
Thurs.
find and begin annotating fourth article (this article should be from the side that opposes your thesis)
Fri.
Overview and example of Works Cited page
Complete citations for fourth article (due Monday)
next: Topic/evidence outlining; Drafting the intro, body, and conclusion with sample papers as guides; draft due/peer edit; final copy due
Prep for grammar exit test
Mon.
-Article #4 citations DUE
-Library Center (2nd period) for Works Cited page.
-Assign vocab unit 8
Tues.
Exit Test Review: Parts of Speech (page 1) and Predicate Adjectives/Predicate Nominatives
Wed.
--Make sure to include:
-Intro topic(s), including attention-grabber and thesis.
-Body topic(s), including at least one piece of evidence (quote/paraphrase) that you'll use for each topic
-Body topic(s) addressing and countering the opposing arguments
-Conclusion, including potential closing thought
I. Intro
A. Attention Grabber:
B. Thesis Statement:
II. Body Topic #1
A. Evidence to support Topic #1
B. (optional) Second piece of evidence to support Topic #1
III. Body Topic #2
A. Evidence to support Topic #2
(Continue Body)
IV. Body: Address and Counter Opposing Argument(s)
A. Evidence
IV. Conclusion
A. Thesis Statement (rephrased)
B. Closing Thought
Thurs.
Outlining
Fri.
We're going to backtrack a bit--
-View more outline models
-Reverse Outline one of your sources.
-Reread your sources and decide what topics you'll need to write about in your paper. Brainstorm and list these topics.
-Order these topics into your Outline. Add your attention grabber, thesis, and evidence.
HW: Those who are confident with the Outline, finish your Outline for Monday. Others, write your thesis at the top of a piece of paper and then write out at least five of the topics that you think you'll need to write about for this paper. Due Monday.
Mon.
assign and complete U8 vocab
or work on outlines
Tues.
Check Outlines [completion grade based on including all elements (see previous Wednesday)] = 30 points: 5 point deduction for each missing element.
Sample Introductions
Begin drafting Introduction
Wed.
U8 vocab due
Intro paragraph due
Continue Drafting: Body paragraph examples.
HW: two body paragraphs due Monday
Thurs.
U8 Vocab Quiz
Fri.
No school for students
Mon.
(In A125 through Wednesday)
Two body paragraphs due
-Work on research paper draft
Tues.
-Grammar review: Parts of Sentence
Wed.
-Grammar
Thurs.
Conclusion
A. Rephrase thesis (say it in a new way-- paraphrase your own thesis)
B. (if a persuasive essay) "Call to Action" and/or "Universal Application"
--"Universal Application": So what? Respond: why does this issue matter not just for you, but for everyone-- for society in general?
--"Call to Action": Now that you've convinced your audience that there's a problem, tell them how they can work to solve it. What can they do to prevent/change/solve this?
View sample Conclusion paragraphs (view samples in Prescription DA paper; Generation gaps paper)
Fri.
-Grammar continued
Mon., Tues., Wed.
-Library (1st period only) to type research paper drafts (you must show your FULL draft to me, including Works Cited, either Monday or Tuesday for credit)
-Once you complete your draft, peer edit with at least one other student.
assign U9 vocab
Thurs.
Grammar continued (get excited!)
Fri.
Library for paper work time
Mon.
Library (2nd period) to submit paper to turnitin.com (if you want written feedback, also submit a print copy to me)
Tues.
Grammar
Wed.
U9 Vocab due
Grammar:
-Subordinate Clauses Review
Remember:
A clause = a subject + a verb
There are two basic types of clauses: Independent and Dependent (also known as Subordinate)
There are three types of Subordinate clauses: Adverb, Adjective, and Noun clauses (see DGP notes for each of these)
-Next, begin Mood and Voice:
Thurs.
Grammar
Fri.
U9 Vocab Quiz
Mon.
Exit Test Review
Paper Revisions due
Tues.
Grammar Exit Test
Wed.
Ms. Smith intros Night/Holocaust unit
NOTE: All quizzes, tests, and essays not made up (or scheduled to be made up) by Wednesday, April 4 (end of the marking period) will be zeroes, so check your grades.
Monday
assign U11 vocab: due Wednesday
Tuesday
Wednesday
Ms. Smith's last day
U11 vocab hw due
Thursday
Return research papers
Review and offer revision:
Friday
U11 vocab quiz
Monday
Revision day in library
Tuesday
Begin Civil Rights Unit: related poetry, historical and contemporary articles, play, and movie
- "Change does not roll in on the wheels of inevitability, but comes through continuous struggle. And so we must straighten our backs and work for our freedom. A man can't ride you unless your back is bent."
Read more at http://www.brainyquote.com/quotes/authors/m/martin_luther_king_jr.html#QoDCwIDG5YebmGFo.99Essential Questions:
Text of "I Have a Dream" Speech
Audio of speech
Wednesday
Continue (Civil Rights discussion/journal)
Thursday
Emmett Till reading and video
Questions
(1) How old was Emmett when he was killed?
(2) What advice did Emmett's mom give him?
(3) Explain the incident that provoked Till's attackers.
(4) What did J.W. Milam and Roy Bryant do to Till?
(5) What was Milam's reasoning for his actions?
(6) Why do you think Till's mother ordered an open casket funeral?
(7) What was the verdict in the murder trial of Milam and Bryant?
(8) According to civil rights leader Medgar Evers, why did the Emmett Till case "[shake] the foundations of Mississippi"?
(9) In one healthy paragraph (or more), explain how racism and dehumanization contributed to Till's murder and the outcome of Till's trial. (due tomorrow)
vocabulary
-define "martyr" and explain how Emmett Till could be considered a martyr for the Civil Rights movement.
-define "bigot" and explain how bigotry contributed to Till's murder.
Friday
-read article on Martin Luther King, Jr.
-(write) summarize in two paragraphs: who was Martin Luther King, Jr. and why was he important to the American civil rights movement?
HW: finish reading and annotating the MLK article for Monday. On Monday, we'll discuss how to summarize and write our summary.
Monday
-discuss MLK article annotations
-overview Summary Notes
-Your summary should be at least two paragraphs: paragraph one = WHO was MLK jr.? paragraph two = WHAT did he do that was important to the American Civil Rights Movement?
HW: write MLK article summary (due tomorrow)
Tuesday
-collect MLK summary paragraphs
-"I Have a Dream" speech
-some rhetorical terms:
rhetoric: the art of persuasion in speaking or writing
simile: a comparison that uses the words "like" or "as"
metaphor: a direct comparison of two objects or ideas (A is B):
All the world’s a stage,And all the men and women merely players;They have their exits and their entrances; -- William Shakespeare
symbol: something that is itself but also stands for something else
examples: a stop sign is a red octagonal sign that signals drivers to "stop".
the American flag is an arrangement of red, white, and blue stars and stripes that also represents freedom, the country, patriotism, etc.
ethos: appeal to the audience based on the trustworthiness or credibility of a speaker or writer
pathos: appeal to the audience's emotions
logos: audience appeal based on logic or reasoning of the speaker/writer's argument
parallelism: similarity of structure in a pair or series of related words, phrases, or clauses.
anaphora: a rhetorical device that consists of repeating a sequence of words at the beginnings of neighboring clauses, thereby lending them emphasis.
In contrast, an epiphora is...
epiphora: ...repeating words at the clauses' ends.
For example, loook at the following:
Transcript of part of Al Pacino's speech in Any Given Sunday:
Transcript (from this link)
Notes are in brackets “[]“. RF means rhetorical figure of speech. A number in brackets, e.g., “[2]” refers to the according structural part.[1]I don’t know what to say really. [RF: confessio = admitting an error.]
Three minutes
to the biggest battle of our professional lives
all comes down to today. [RF:hyperbole:biggest battle - all today]
Either
we heal
as a team
or we are going to crumble. [RF: antithesis: heal vs. crumble]
Inch by inch
play by play
till we’re finished.[RF: parallelism: inch - play, climax: inch - play]
We are in hell right now, gentlemen [RF: hyperbole: hell]
believe me
and
we can stay here
and get the (...) kicked out of us
or
we can fight our way
back into the light. [RF: geminatio = the repetition of a word or word group within one sentence: we can; antithesis: stay + kicked vs. fight + light]
We can climb out of hell. [RF: hyperbole]
One inch, at a time.
[2]Now I can’t do it for you. [RF: confessio]
I’m too old.
I look around and I see these young faces
and I think
I mean
I made every wrong choice a middle age man could make.
[RF: confessio + hyperbole]
I uh….
I (...) away all my money [RF: geminatio: ladder of "I"s]
believe it or not.
I chased off
anyone who has ever loved me.
[RF: confessio + hyperbole]
And lately,
I can’t even stand the face I see in the mirror.[RF: confessio + hyperbole]
[3]You know when you get old in life
things get taken from you.
That’s, that’s part of life.
But,
you only learn that when you start losing stuff.
You find out that life is just a game of inches. [RF: metaphor: life = game of inches]
So is football.
Because in either game
life or football
the margin for error is so small. [RF: synonymia: life - footbal]
Wed.
Now look at King's "I Have a Dream" speech:
-Begin listening to/reading speech at "We must forever conduct our struggle on..."
Text of "I Have a Dream" Speech
Audio of speech
Thurs.
Fri.
unit 12 vocab this week
Monday
Benchmark testing (Link Lab)
Tuesday
Benchmark testing (Link Lab)
Wed
Unit 12 vocab due
Finish Langston Hughes poetry
HW: Read "Will V Day be Me Day Too?". Write a one to two sentence theme statement and support it with at least two pieces of evidence from the poem.
Thurs
Discuss theme statements
Intro and background to A Raisin in the Sun
Fri
Unit 12 vocab quiz
Mon
no school
Tuesday through Thursday
A Raisin in the Sun
Friday
Raisin
Monday
finish A Raisin in the Sun
Discuss and write:
-answer study guide questions
-connection of title/allusion (Hughes poem "Harlem") to play's characters and events.
-create and support a theme statement for the play
Tuesday
review for final exam (essays)
Wednesday
review for final exam (75 questions)
Thursday
- Letter to a Seminar English rookie:
Write a letter addressed to one of next year's English Seminar students and tell them what they should expect for the class. Consider yourself at the beginning of this year, on day one of English class. Try to remember what questions, concerns, worries, and interests you had on the first day of class, and express and try to respond to these.Tell this student what he/she should expect from the class. What will he or she enjoy? What will be challenging? What will he remember? What will she forget? What will make the class worthwhile and useful? What other advice can you give this student?Try to give to give them an idea of what to expect for the year and also give them tips on how to be successful in the class.
(try to write at least half of a page)
Friday
Final Exam for ENGLISH is in B223
final exam is 75 questions on the scantron
and two essays. For each essay, make sure that you have a brief intro that includes a thesis statement that responds to the prompt, and then follow with three body paragraphs of supporting, specific details and examples from the novel or work.
75 questions:
Grammar: direct and indirect objects; predicate nominatives and predicate adjectives; independent and subordinate clauses; run-ons
MLA/Research rules: definition of plagiarism; review correct MLA in-text citation rules; review Works Cited rules
A Raisin in the Sun: match characters to their descriptions; answer multiple choice questions based on the characters, events, and historical background of the play
Harlem Renaissance Poetry: read given poems and answer questions based on the poems. Know poetic and sound devices such as simile, metaphor, personification, symbolism, allusion, hyperbole, rhyme, alliteration.
Night: answer questions based on the events, characters, and history of the memoir. Review questions can be found on Quizlet under ParklandHS's tests: "Night Test 2012".
Essays (choose two):
(1) Connect the themes and ideas of Lorraine Hansberry's A Raisin in the Sun to the poem from which she takes her title: Langston Hughes "Harlem".
(2) Night: Identify three specific moments or events from the memoir where Elie's faith or hope are challenged in some way, but he manages to continue on.
(3) Theme: Choose any work that we read (or watched) this year, identify one of the story's themes with a theme statement, and provide at least three specific examples of characters, events, symbols, etc. from the story that support your theme statement.
Essays will be graded as follows:
-To receive full credit (12 1/2 points per essay), the essay must a) accurately respond to the prompt; b) provide and explain three accurate supporting examples from the work; and c) be written in complete sentences, paragraphs, and with strong written style.
-Any aspect (or combinations of) listed above that is lacking will result in point deductions from the essay grade.